An organism is able to survive in a particular habitat largely due to the structural adaptations that has occurred. The adaptations that an organism has made, relates to how it looks and the function of it's structures. It is also important for students' to understand that adaptation of structure occurs in plants, not just limited to animals.
The physical adaptation of an organism have a strong link to understanding natural selection and evolution (something the students' will learn more about at a later date).
What else you know about this idea (that you do not intend students to know yet)?
Specific adaptations that they needn't know at this stage, for example the different types of bird feet, names and properties of different teeth, and the different structure of digestive tracts.
In-depth natural selection processes (to be covered later in the Area of Study).
Difficulties/Limitations connected with teaching this idea.
Religious beliefs.
Students’ knowledge of different animals and their habitat and diet.
Other factors that influence your teaching of this idea.
Specific interest/knowledge in this area of Biology within both the students and teacher of this area.
Students' recognition that this is something that occurs within flora as well as fauna.
Teaching procedures (and particular reasons for using these to engage with this idea).
Activity 1
Students are to watch a nature documentary, for example; Planet Earth (Episode 10 - Seasonal Forests) / Life of Mammals (Episode 1 - A Winning Design). They then choose an animal to create a poster including;
A drawing of the animal.
Why they chose the animal.
The habitat and diet of the animal, explaining the challenges this causes to the animal.
Label the key physical adaptations of the animal (eg; tail, ears, fur, scales, skin, colour, size, etc)
How the adaptations help the animal to survive.
How might the animal adapt if it was placed into a different habitat. For example is a Koala was placed in a habitat with spare vegetation it would develop longer legs, enabling it to travel more easily between food sources.
This activity will hopefully engage the students' with the examples of living creatures and allow students' to apply the theory to animals. By giving the students the questions before showing the video, should encourage note taking and interest in the video. Other questions / requirements may be added to suit the teachers' outcome.
Activity 2
Excursion to the Melbourne Museum . Examine the various samples of animals that are present, and think about the different structural adaptations. Again by having the students see the animals would engage students with the theory, and make connections with the physical appearance of the animal and their habitat/diet. In addtion the Melbourne Museum has many hands on activities, that students who are more kinesthetic may find valuable.
Image below is of one such activity;
Image taken of Physical Adaptation activity at Melbourne Museum (October. 2009)
Specific ways of ascertaining students' understanding or confusion around this idea (include likely range of responses).
By setting the students learning activities that require them to apply theories in hypothetical situations, rather than repeat theories learned. An examples of such question would be;
A new carnivorous species has been discovered. What structures do you predict it has that causes it to be labelled a 'carnivore'?
What would you predict to change in the structure of succulent leaves if they were placed in an environment with greater water supplies?
Through drastic (and hypothetical) changes to the earth's climate, it now snows in Africa. How would an elephant physically adapt to this change in environment?
- Understand why organisms have developed structures, and appear the way that they do.
- The role that major features play in the survival of an organism.
As stated in the VCAA Biology Study Design (2005)The physical adaptation of an organism have a strong link to understanding natural selection and evolution (something the students' will learn more about at a later date).
Students are to watch a nature documentary, for example; Planet Earth (Episode 10 - Seasonal Forests) / Life of Mammals (Episode 1 - A Winning Design). They then choose an animal to create a poster including;
This activity will hopefully engage the students' with the examples of living creatures and allow students' to apply the theory to animals. By giving the students the questions before showing the video, should encourage note taking and interest in the video. Other questions / requirements may be added to suit the teachers' outcome.
Activity 2
Excursion to the Melbourne Museum . Examine the various samples of animals that are present, and think about the different structural adaptations. Again by having the students see the animals would engage students with the theory, and make connections with the physical appearance of the animal and their habitat/diet. In addtion the Melbourne Museum has many hands on activities, that students who are more kinesthetic may find valuable.
Image below is of one such activity;